The Problems And The Countermeasures Of Chinese Reading Teaching In Primary School

Asking questions is an important way of teaching,which is based on the combination of teaching objectives and textbooks and students’ learning situation,its purpose is to attract students to think, explore, question and so on a series of thinking activity.It includes previous questioning and actual questioning.Questioning is a teacher according to factors such as the specific teaching content,the class type and students’ learning intentionally design and puts forward problems;atual questioning contains previous questioning and class generation in two parts,but just rely on previous questioning is not enough to achieve effective teaching,so teachers should also attaches great importance to the class generation.Reading teaching should be visible on previous questioning invisible dynamic of teaching.According to the students’ thinking of changing the circumstances and make the students involved in the independent innovation of learning to develop students’ awareness of the problem.Today, there are many problems exist in the Chinese reading teaching in elementary school,for instant, too much formal questions,establish to repeat, the one-sided understanding of presupposition and neglected the class generation.Aiming at the shortcomings of the primary school Chinese reading teaching in teachers’ inquiry in Hohhot S elementary school has carried on the actual survey.Through student questionnaires, interviews with teachers, non-participating classroom observation and literature methods,to understand the current situation of primary school Chinese reading teaching teachers establish.After data analysis found that teachers establish to exist the following problems:ask to ask, just re-form design problems;too many trivial questions;one-sided understanding of the subject, questioning the lack of methodological guidance;the teacher failed to timely clear answer.These problems are mainly from two levels of reasons include teachers and school.Firstly,teachers for their own reasons:textbooks grasp is not complete; learning analysis does not reach the designated position; teaching concept did not keep pace with the times; misunderstanding of school, family and social expectation.Secondly, the reason for school teaching areas: evaluation of a single system; listen observation and evaluation system is imperfect; the lack of effective teacher professional training.To improve the level of primary school Chinese reading teaching teachers’ level of questioning, this paper puts forward four countermeasures and suggestions.Firstly, improve the school’s teaching and research system, including through school-based teaching and research activities, improve teacher training system;Secondly, the teacher asked the question to determine the basis, including text-based rhetorical question, based on the cognitive level of students asked the question;Thirdly, following the effective rhetorical question principles, including the principle of pertinence, heuristic principle, ladder principle, the principle of appropriate difficulty;Fourthly, to develop students awareness of the problem. Including the establishment of a harmonious relationship between teachers and students, to encourage students to ask questions. Creating plenty of space to ask questions, encourage students to ask reasonable questions. Professor reasonable question method, guide student asked.Give proper evaluation feedback, promote student is willing to ask.